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D-3.3 Task Analysis Procedure OpenScienceResources

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Grant Agreement Number ECP-2008-EDU-428045

OpenScienceResources: Towards the development of a Shared Digital Repository for

Formal and Informal Science Education

Task Analysis Procedure

Deliverable number D-3.3

Dissemination level Public

Delivery date 31 December 2009

Status Final

Author(s) Hannu Salmi/Heureka

eContentplus

This project is funded under the eContentplus programme1, a multiannual Community programme to make digital content in Europe more accessible, usable and exploitable.


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EXECUTIVE SUMMARY

The purpose of the work described in the present report is to develop an effective task analysis in order to help the OSR project technical partners collect and arrange data systematically for the system’s specifications as well as to make explicit the requirements to be fulfilled by the end-users of the system to meet these specifications.

The focus is how the end-users (= teachers) are using and utilising the already existing web-sites of science centres. This description has been created by carrying out a literature survey and by collecting data from 119 teacher students at the University of Helsinki while they were visiting Heureka, the Finnish Science Centre during their academic course of “Integrated Science Learning”. The main idea was to project the existing situation towards the future opportunities created by the Open Science Resources project.

The main task was to create a realistic situation by the desription of their equipment and the environment into which the proposed applications will fit. since the proposed system will be adjustable to each user’s personal characteristics, the data was collected by the standardised tool “New Educational Models or Paradigms”.

The purpose of this task – tool was to give pragmatic experience for the systematic specifications as well as to make explicit requirements to be fulfilled by the end users (= teachers) of the system to meet these specifications. This will be performed in a step by step comparison between the technological experts to make the final system user-friendly for content developers.

The preliminary results indicate that the teachers underline the following characteristics: Innovative Learning Approaches: (i) Integration of other learning environments than the school; (ii) Multi-disciplinary approaches; (iii) from teacher-controlled learning to pupil orientated learning. Role of ICT: (i) ICT as connection between learning environments; (ii) ICT as an instruction tool; (ii) ICT as media. Changes in Learning Environments: (i) changes in roles and responsibilities of teachers; (ii) changes in roles and responsibilities of pupils; (iii) pedagogical changes. These experiences will be re-utilised in the evaluation of the winter-school training session and the Summer-school research as well as used as a basis in creating D.3.4. and D3.5.


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CONTENT

Executive Summary 2 Content 3 1. Background 4 2. Description of the teacher training course 5 3. Evaluation tool: The role of ICT in teaching and learning 6 4 a. Pre-Visit Stage: teacher feed-back 7 4 b. Visit Stage: teacher feed-back 7 4 c. Post-Visit Stage: teacher feed-back 8 5. Towards the OSR repository: Science Centre Websites as Open

Learning Environments 9 6. Methods for involving teachers 9 6.1. The school’s culture 10 6.2. Training for teachers to use ICT enhanced educational methods 12 6.3. Assisting behavioural change and professional development of teachers 12 Literature 14 Appendix 1: Teacher course programme 15 Appendix 2: Lesson plan 16 Appendix 3 : Analysis 17 Appendix 4 : Example of feedback of one teacher based on new educational models 22


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1. Background The recent Rocard-report [Science education now: A renewed pedagogy for the future of Europe] (2006) is describing the situation mostly in the pre-schools, primary and secondary schools while we also see the trends around the formal education. The role of informal learning is increasing in modern societies – meaning the countries which are developing their societies by investing and creating opportunities for research, innovation and education. The phenomenon is closely related to the growing impact of science and technology in our everyday lives. Lifelong learning needs new practical forms and formal education can learn something from the informal, open learning environments like the science centres. The Rocard report underlines and places great enphasis on the use of the term Inquiry-Based Science Education. One of the weaknesses of school’s science teaching has been that the studies and lessons at school are mainly deductive. There are some exceptions in some schools, but, historically the main trend in the European science teaching pedagogy has been to apply the “Deductive approach”. In this approach, the teacher presents the concepts, along with their logical – deductive – implications and gives examples of applications. This method is also referred to as ‘top-down transmission”. “Hands-on learning” is, on the other hand, the main pedagogical principle that science centres base their activity on. As opposed to the “Deductive” method mentioned above, this represents the “Inductive method”. This classical “learning by doing” method is something that the science centres have been pioneering in Europe during the last decades. The multidiscipline contents of modern science centre exhibitions form a unique and reliable learning source for inductive, Inquiry-Based Science Education. Similarly, the Rocard-report (p.7) requests new forms of teacher training, too: “Teachers are the key players in the renewal of science education. Among other methods, being part of the network allows them to improve the quality of their teaching and supports their motivation. Networks can be used as an effective component of teachers’ professional development, since they complement more traditional forms of in-service teacher training and help stimulate teachers’ morale and motivation.”


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2. Description of the teacher training course In November 2009 at Heureka, the Finnish Science Centre teacher students (n = 119 ) from the University of Helsinki attended a two day course on “Integrated science education”. The theme of the academic course is to develop new pedagogical forms to bridge the gap between formal education and informal learning (see the course programme provided as Appendix 1 to this document). During the course the teachers are asked to prepare a plan for an activity to teach their pupils and students according to the format:

• pre-period at school (4 to 10 lessons) • visiting the science centre exhibitions (5 hours) • post-period at school (6 to 12 lessons)

The idea is to create a multidisciplinary approach for science learning. The teacher students of the University of Helsinki created their lesson plans by using

• the knowledge and skills received from the two-day-course • their previous studies • the web-site of Heureka (www.heureka.fi) • other science centre websites (see www.ecsite.eu; www.asct.org) • other websites (science education, associations, NASA, URSA, etc.) • traditional school learning materials (text books, av-materials, etc.) • informal learning sources

Each student underlined two main web-based sources of their lesson plan (see authentic example: Appendix 2). The learning entity (pre-period + science centre visit + post-period) was connected to the national and school curriculum. Besides, the challenge was to combine different school subjects (even art or sports education) with science learning and lessons.


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3. Evaluation tool: The role of ICT in teaching and learning As the pedagogical context for the development of OSR-system the “NEW EDUCATIONAL MODEL OR PARADIGMS” (Hermant 2003) was used to receive the feed-back from the teachers. (Figure below; original model from the EU-Minerva programme)

The teachers’ (n:119) opinions and visions concerning the OSR-technology were monitored though interviews and by using a tool called “New Educational Models or Paradigms”, which has the following carachteristics: 1) describing the e-learning process by the terms Role of ICT, 2) showing the actual Changes in learning environment, and 3) defining Innovative learning activities. The educators and teachers as well underlined the main characteristics of the model as following features and ranking order which differ clearly from their opinions about the ICT based education in the classroom setting.


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Innovative Learning Approaches: (i) Integration of other learning environments than the school; (ii) Multi-disciplinary approaches (iii) from teacher-controlled learning to pupil orientated learning Role of ICT: (i) ICT as connection between learning environments; (ii) ICT as instruction tool; (iv) ICT as media Changes in Learning Environments: (i) changes in roles and responsibilities of teachers (ii) changes in roles and responsibilities of pupils; (iii) pedagogical changes As the result of this evaluation, the pedagogical experts and teachers considered as the main characteristics of using the websites of Heureka the following points: integration of other learning environments than the school, ICT as connection between learning environments, and changes in roles and responsibilities of pupils . Still one essential element was moving from the teacher-controlled learning to multi-disciplinary orientated learning. It was also important that the teachers were not impressed with the technology itself but rather were focused onseeing ICT as connection between learning environments, thus using ICT as an instruction tool. According to the teachers’ interviews, this can lead in the best case scenario to changes in roles and responsibilities bth of the pupils and of the teachers. 4 a. Pre-Visit Stage: teacher feedback The subject matter of the exhibitions is part of the teaching of the school for all the teachers. According the teacher feedback, the timing did not cause any problems – mainly because in the school system of Finland the teachers are pedagogical experts who have the right and obligation to apply the curriculum and determine its timing during the school year. Motivation and learning-by-doing are the teachers’ main objectives for the visit to the science centre. As supplementing reasons for a visit in a science centre the teachers mentioned a) the exhibitions content as an entity and b) having an opportunity to utilise varying learning methods. As a pre-visit activity the web-based and other computer aided methods have replaced more traditional materials (leaflets, books, paper questionnaires). The teachers replied that the main effect of the website / computer aided pre-lecture was the orientation for the visit itself, and the focus of the visit to the single exhibits. Of course the teachers mentioned also the cognitive learning effects, but the learning was not considered to be the central objective of the project this time, where the focus was more on the learning to learn –process.


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4 b. Visit Stage: teacher feed-back All the teachers and classes had basically the same post ICT-learning activities by repeating the main cognitive content of a specific topic. Most classes spent one to two class periods for a selected module. Teachers used a visit as an “integrative science learning” by forming links to other topics (such as Maths, English, and also visual arts and sports lessons). The co-operative learning nature of the visit was deemed important by the teachers. The reasons why the teachers felt that the visit was encouraging the students to co-operate related to the facts that a) they had prepared the visit together with at the classroom (typically two pupils per computer) and b) the students visited the exhibit in pairs discussing about the topic although only one student could use the equipment at the time. The teachers felt that the visit to the science centre was improving the attitudes of the students both towards science in general and towards the specific subject matter. 4 c. Post-Visit Stage: teacher feed-back Half of the teachers were sceptical in their first experience concerning the cognitive learning results. However, they where not negative, but more curious to get more evidence-based education experiences. The other half of the teachers were convinced that the main principle of the phenomenon became clear for the pupils during the process. All participating teachers felt that the new web-based pre-materials provides better opportunities for learning and teaching. 5. Towards the OSR repository - Science Centre Websites as Open Learning Environments Open learning environments provide an holistic and integrated learning environment. There is an intention and a need as well to provide opportunities to lifelong learning and individual study: A learning environment is a place or a community where people can draw upon resources to make sense of ideas, situations and phenomena and construct meaningful solutions to problems. The main principles of planning open learning environment are based on the learners’ active learning and interaction. Learning is seen as an active process taking place in a network environment through information and communication technologies. Information technology can be an active part of the open learning environment or just a device to help in occasional learning situations. By using modern technologies, possibilities arise to emphasise flexibility and mobility in study situations. According the written and oral monitoring with the teachers and educators, the structural factors of an open learning environment related to a combination of websites, repositories , Augmented Reality, classroom, and hands-on exhibit can be categorised into four groups (see Sariola 1998; Salmi 2005; Ilola 2008; Maydas et. al 2009; Dede 2009, Salmi, Sotiriou & Bogner 2009): (i) Physical openness points out the accessible of facilities to be used for flexible teaching and learning situations. (ii) Didactic openness concentrates on the construction of a group experience. The learners should have enough opportunities for decision-making in their studies from the teacher, otherwise psychological and virtual aspects cannot be actualised. (iii) Psychological openness consists of a feeling of independence of


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space and time. This individual feeling, that a learner can influence their own learning success, substantially promotes motivation for learning. (iv) Virtual openness is ensured by using information and communication technology in teaching and learning process. Open learning environments useable at school (and at home for informal learning!) need to be independent from platforms. They need scalability, multi-user capability, they must be based on an open standards, in order to support a hypermedia structure which allows a working with free or inexpensive software, use of client/server architecture, support communication via a network, integrate other interactive media and support working with real time applications. In summary, to support self-organised learning within a computer mediated learning environment, three principles need discussion. Students specifically need to (1) create their own documents and construct links between documents (2) communicate with each other about their experience (3) cooperate and collaborate on their work/learning. In order to create an appropriate combination of school classroom, exhibition and the web, science centres need to meet the challenge. This has been pointed out clearly in literature (Salmi 2005; Ilola 2008), and it was also the main message of the feed-back of the teachers attending the Open Science Resources project. However, ICT based education needs content. To create learning objects with the structure of a pre-lecture – visit – post-lecture design with the specific help of ICT-methods , the combination of the Open Science Resources approach at an exhibition will support a work between the classroom and exhibition also during the visit. The open learning environment typically consists of a combination of real physical environments and ICT-based learning. This type of activities does need further research as a new source of learning bridging the gap between formal education and informal learning. 6. Methods for involving teachers As mentioned before, teachers have a key role to play in the implementation of the Open Science Resources project. They are very interested in the field but they are not familiar with tagging and authoring mechanisms. In order for them to fully realize the possibilities of these instruments, we will need to adequately address all potential fears and negative preconceptions related to the project and assist them in every step of the process. In our view there are two key points where we need to focus our full attention: Using ICT enhanced methods: Albeit very effective, ICT methods in education constitute a major paradigm shift for teachers: they need to acquire new skills, abandon long standing practices and move away from their professional “comfort zone”, therefore exposing them to perceived, or real, risks. Assisting behavioural change: apart from the purely technical training, in order for teachers to introduce ICT-enhanced learning methods into their everyday routine, they will have to perform a change in behaviour and to adapt a new culture and philosophy. In order for the Open Science Resources approach to assist this change, we must introduce a solid theoretical framework and underline the main actions that need to be taken. A new role for the teachers: when talking about the use of ICT in the classroom, one should consider the specific conditions that can act as constraints in the diffusion and successful implementation of such an innovation. These conditions are related to the existing curriculum, managerial issues, range of resources available, level of competency and attitude of the


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teacher. In fact, the teacher is a key player in the implementation of the innovation. At the centre of effective use of instructional technology is the teacher. For students to become comfortable and effective users of various technologies, teachers must be able to make wise, informed decisions about these technologies. Thus, all teachers should become confident in applying technology when and where appropriate. As quoted in (McCombs, 2000), Fullan stresses that the more powerful technology becomes the more indispensable good teachers are. From Fullan’s point of view, teachers who are pedagogical design experts and facilitators of learning are needed. Technology may change some of the traditional teacher roles but it will also require them to engage more in powerful roles - roles that include not only using technology appropriately to open new pathways to learning not previously available, but also requiring teachers to find ways to build on meaning, purpose, connections and relationships to the larger world and community outside the school building. The role of the teacher in the new technology-rich instructional paradigm involves the following

- becoming the creator of an effective external learning environment that stimulates the environment within the classroom,

- mentoring and counselling to ensure that learners are encouraged to pursue their learning in an appropriate and meaningful direction using approaches best suited to them as individuals,

- facilitating students' inquiry, guiding student work and offering individual help (Suthers et al.,1997),

- coaching, observing students, offering hints and reminders, providing feedback, scaffolding and fading, modelling (Oliver et al., 1996).

However, there are a number of teacher-related factors that should be carefully considered so that appropriate support and professional development opportunities are provided. These teacher-related factors that can act as barriers include the following: Established patterns and limited exposure to new models. According to Collis (Collis, 1996), teachers may have developed patterns and styles of teaching and students interaction that fit their own circumstances and can be managed. Previous practice provides them security. Many prefer replicating traditional chalk and talk instruction and “safe”, teacher-led and controlled learning activities. Changing what they think of as appropriate pedagogy for the learners, themselves and their subject area may be difficult. This can be even harder when teachers act in isolation from one another and are not exposed to innovative models of learning. Being able to access technology for lesson preparation, but also for instructional purposes, plays a significant role. The availability and operability of technologies influence the extent to which they are used. Teachers’ workload and lack of flexibility in time and in the curriculum are also considerable constraints. 6.1. The school’s culture Drawing from various interpretations, Stoll and Fink (Stoll and Fink, 1996) define school culture as follows: various formal and informal elements, the beliefs that colleagues share, the


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dominant values and the school vision as well as the organisational rules and policies that regulate the life of the school. We should not forget that the teacher is part of a whole, is a member of an organisation with which he/she interacts. If a teacher works in isolation from peers, without collegial support and in a stagnant environment, he/she is likely to be influenced by it and remain static. On the other hand, an organisational culture that is characterised by teacher collegiality and formal or informal collaborative work, both supports and facilitates the development of the organisation’s members. Teachers working in an environment where they feel safe, give and receive support from their peers and/or from the head, exchange ideas and innovative practices and share the same values, are likely to respond positively to an innovation and embrace it. What teachers need in order to respond to their new role are skills in ICT which can be classified into a range of competences. These competences act as a useful framework for teacher professional development and should be perceived as integrated elements of a teacher's professional role and activities. The “Pathway to High Quality Science Teaching Report (Sotiriou et al., 2005) lists seven elements 1. positive attitudes to ICT, 2. understanding of the educational potential of ICT, 3. ability to use ICT effectively in the curriculum, 4. ability to manage ICT use in the classroom, 5. ability to evaluate ICT use, 6. ability to ensure differentiation and progression, 7.technical capability to use an appropriate range of ICT resources and to update these skills. In order to develop these skills and overcome the barriers mentioned above, teachers need sufficient professional development opportunities in order to (1) learn how technology works and how it is integrated into the curriculum, (2) develop new skills, and (3) change attitudes. They also need support both on pedagogical and on technological issues in order to sustain the use of new technologies in the instruction process and to help teachers respond to the demands of their new multifaceted role. However, changing roles and adopting a new model of instruction which involves the use of ICT is a lengthy process. Teachers go through certain phases before they fully adopt and commit themselves to using ICTs for instructional purposes. Riel and Fulton (Riel and Fulton, 1998) describe the different stages of teachers’ change in relation to technology intensive environments or projects, i.e., the entry level, the adoption level, the adaptation level and the appropriation level, identified by ACOT (Apple Classrooms of Tomorrow research project) researchers. Entry level: much frustration and anxiety, with a focus on replicating traditional instruction and learning activities. Adoption level: beginning to move from concern with connecting with the computers to using them, but with much of the attention on how they can support established instructional formats and teacher presented lectures and presentations.


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Adaptation level: greater focus on ways student involvement may change, and teaching style may differ (e.g. giving students more responsibility, encouraging students to use and create activity modules similar to those the teachers are creating). Appropriation level: new instructional patterns start to emerge, building around interdisciplinary project based approaches, more reflection are placed on teaching and recognizing the need for alternate models of assessment and classroom structuring. Only when teachers adopt innovation and commit themselves to using technology for instructional purposes can we ensure that students will be prepared for the challenges they will face in the future. Simply providing sufficient access to technology for teaching and learning is not enough. The preparation of new teachers should be improved, including their knowledge of how to use technology for effective teaching and learning; the quantity, quality and coherence of technology-focused activities aimed at the professional development of teachers should be increased; and the instructional support available to teachers who use technology should be improved. 6.2. Training for teachers to use ICT enhanced educational methods Seeking maximum efficiency in training teachers, we should resort to a blended learning delivery model. This is arguably the optimal model for professional training, since it allows for flexibility without sacrificing efficiency. The training program for teachers should encompass two components: Workshops and Summer & Winter Schools: A number of training workshops will be carried out in order to familiarize teachers with the necessary computer skills that the teachers will need, the structure and functionality of the Open Science Resources Portal and the available content. Furthermore, the workshops will elaborate on the consortium made scenarios and give the basic guidelines for teachers to prepare their own scenarios. E-learning modules: After the initial training workshops, teachers will have access to a number of e-learning modules (web seminars, digital material, documentation) that will allow the teachers to dive deeply into the material briefly presented during the workshops and enhance their relevant skill set. Furthermore, community building tools will be available to help teachers build a community with one another and establish self-confidence in the use of the newly presented technologies and methods. Twinning: We will involve schools who participate in the project into an exchange to present their achievements and discuss the challenges. This will be done in a twinning approach of two schools or of two universities with each other. The twinning process will have a virtual component and – if possible, also a real component of face-to-face meetings. 6.3. Assisting behavioural change and professional development of teachers Asking teachers to follow advanced ICT methods in their everyday teaching practice constitutes a major behavioural change and at the same time a significant development opportunity for them. The task at hand is to manage this change in a uniform way, allowing teachers to realize the potential of the opportunity offered by the Open Science Resources project, take ownership of their contribution and maximize the output for both the project and themselves.


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In a review paper (Lawson and Price, 2003), McKinsey management experts identify four key prerequisites for accelerating and establishing change:

A purpose to believe in: “I will change if I believe I should” The first, and most important, condition for change is identifying a purpose to believe in. In our case, we must persuade teachers of the importance of scientific literature in terms of social value, importance to their students and personal achievement through learning and teaching these important subjects. We must carefully craft a “change story” underlining the benefits that the project can offer to all the involved actors. Furthermore, we must cultivate a sense of community, making the teacher feel part of a cohesive multi-national team. This sense of belonging will prove very important for motivating teachers and asking them to take then next, possibly “painful” steps, of learning new skills.

Reinforcement systems: “I will change if I have something to win”. From a pure

Skinner behaviouristic point of view, changing is only possible if formal and informal conditioning mechanisms are in place. These mechanisms can reinforce the new behaviour, penalize the old one or, preferably, do both. In our case, we can use informal reinforcement patterns in order to make teachers commit more to our project. A short list of such methods could include competitions, challenges, promoting the best teacher created content, offering summer schools as rewards, etc.

The skills required for change: “I will change if I have the right skills”. A

change is only possible if all the involved actors have the right set of skills. In the case of the Open Science Resources project, we should make sure that our training program is designed in such a way that teachers acquire all the skills they will need, both technical and pedagogical.

Consistent role models: “I will change if other people change”. A number of

“change champions” will need to be established, acting as role models for the community of teachers. These very active and competent teachers will be a proof of concept for their colleagues that the change is indeed feasible, acceptable and beneficial for them. To achieve that we will have to identify the high flyers among the participating teachers and pay special attention into motivating them, supporting and encouraging them. All four elements will specifically be addressed in each of the participating school and higher education environments. Additionally, we will collaborate closely with teachers to develop a set of support services which help teachers to implement the necessary changes.


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Literature: Alberts, B. 2009. Making a Science of Education. Science, Vol. 323, 2 Jan, p. 15. Connect. 2005. Designing the classroom of tomorrow by using advanced technologies to connect formal and informal learning. Ellinogermaniki Agogi. EPINOIA S.A. ASTC 2008 Sourcebook of Statistics & Analysis. Association of Science-Technology Centers. ASTC: Washington D.C. Connect. 2006. D2.1 Pedagogical report. IST 2006. Event. 21-23 November, Helsinki. Tecnology-enchanced Learning. Leaflet. (ftp://ftp.cordis.europa.eu/pub/ist/docs/telearn/leaflet-telearn_en.pdf) Dide, C. 2009. Immersive Interfaces for Engagement and Learning. Science, Vol 323, 2 Jan, pp. 66-68. Greenfield, P.M. Technology and Informal Education: What Is Taught, What Is Learned. Science, Vol 323, 2 Jan, pp. 69-72. Ilola, L.; Lakkala, M. & Paavola, S. 2006. Case studies of learning objects used in school settings. Learning, Media and Technology. Vol. 31, No. 3, pp. 249-267. Ilola, L. 2008. The effects of ICT on school: teacher’s and students’ perspectives. Ser. B. 314, Turun yliopisto, Finland. INI-GraphicsNet 02/2006. Augmented Reality. New Fields of Application Through Innovative Technologies. The International of Institutions for Advanced Education, Training and R&D in Computer Graphics technology, system and applications. http://www.inigraphics.net/press/brochures/ar_broch/ar/AR_2006.pdf Hermant, C. 2003. Does mastery of ICTreally improve pupil performance? eLearning Programme, Directorate General for Education and Culture, European Commission Mayadas, A. 2009. Online Education Today. Science, Vol 323, 2 Jan, pp. 85-88. Neurath, M. & Cohen, R. 1973. Empiricism and sociology: the life and work of Otto Neurath. Boston, Reidel. Pan, Z., Cheok, A., Yang, H., Zhu, J. and Shi, J. 2006.Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, Volume 30, Issue 1, February 2006, Pages 20-28. Raven, J.; Raven, J.C. & Court, J.H. 2003. Manual for Raven’s Progressive Matrices and Vocabulary Scales. Section 3: 2000 Edition. OPP Limited: Oxford. Rocard-report. 2006. Science education now: A renewed pedagogy for the future of Europe. European Commission, Directorate-General for Research, Information and Communication Unit. Brussels. Salmi, H.; Sotiriou, S. & Bogner, F. 2009. Visualising the Invisible in Science Centres and Science Museums: Augmented Reality (AR) Technology Application and Science Teaching. In Karacapilidis, N. (ed.): Web-Based Learning Soultions for Communities of Practice. Information Science Reference. Hershey, New York.Visualising the Invisible in Science Centres and Science Museums: Augmented Reality (AR) Technology Application and Science Teaching. In Karacapilidis, N. (ed.): Web-Based Learning Soultions for Communities of Practice. Information Science Reference. Hershey, New York. Salmi, H. 2005. Open Learning Environments: Combining Web-Based Virtual and Hands-On Science Centre Learning, 327-344. In Tan, L., & Subramaniam, R. E-learning and virtual science centre. Information Science Centre Publishing. Sariola, J. 1998. The Planning of an Open Learning Environment and Didactic Media Choice in Teacher Education. In Nummi, T., Rönkä, A. & Sariola, J. (eds.) Virtuality and Digital nomadism: An Introduction to the LIVE project (1997-2000). MediaEducation Centre. Department of Teacher Education. University of Helsinki. Media Education Publications 6. Sotiriou et al 2007. Designing the school of morrow. Advantaged Technologies in Education. Proceedings of the symposium, Athens, Greece, Nov. 9-10. Wolf, K. D. 1995. The implementation of an open learning environment under world wide web. In H. Maurer (Ed), Educational Multimedia and Hypermedia, 1995.


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Appendix 1: Teacher course programme

Integroivan tiedopetuksen kurssi

University of Helsinki / HEUREKA OPEN SCIENCE RESOURCES

SOKLA/Luokanopettajat to 26.11.2009 120 opiskelijaa klo 8.15 Tiedekeskus avoimena oppimisympäristönä (Hannu Salmi, auditorio) Avoin laboratorio: Geologia Näyttelyt** Tiedeteatteri: Miksi lehmä ei lennä? 9.30 C D&E&F (A&B) 10.15 F A&B&E (C&D) 11.00 E A&B&C&D&F 12.00 A B&C&D (E&F) 13.15 Elämää etsimässä (Planetaario filmi) ABCDEF 14.15 B A&C&D&E&F 15 D A&B&C&E&F 16 Päivä päättyy Näyttelyt** = Liiku ja pelaa, Heurekan Klassikot, Lasten Heureka

Päänäyttely: Ympäristö, Ihmisen biologia, Älykästä liikennettä -----------


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Appendix 2: Lesson Plan

OPEN SCIENCE RESOURCES

pe 27.11.2009 University of Helsinki / HEUREKA 120 opiskelijaa 08.15 Tähtitiedeopetus (Planetaario: opastettu esitys) Avoin laboratorio : Soluseikkailu Lasten laboratorio Tiedeteatteri: Kaasumaailma 9 E D A & C 10 C B E & D 11 D E B & F 12 B A Tiedettä pallolla: CD 12.30 Tiedettä pallolla: F 13 F C Tiedettä pallolla: AB 13.30 14 Kaluoka’hina (Planetaario filmi) ABCDEF 15 A F Tiedettä pallolla: E 15.30 Päivä päättyy ----- Ruokailut ohjelman lomassa.


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Appendix 3: Analysis

OPEN SCIENCE RESOURCES

1 Heureka –vierailuun liittyvät tehtävät

2 Kappaleiden putoaminen, lentäminen

2.1.1 Kohderyhmä:

Opintokokonaisuus toteutetaan viidennen luokan syksyllä fysiikan ja kemian tunnilla. Sisältö

kohdistuu Opetussuunnitelman perusteiden luonnon rakenteisiin liittyvään kohtaan:

Luonnon rakenteet

• Maan vetovoima ja kitka sekä voimista aiheutuvia liike- ja tasapainoilmiöitä

• turvallinen liikkuminen ja tapaturmien ehkäiseminen

• Maan ja Kuun liikkeet ja näistä aiheutuvia ilmiöitä sekä Aurinkokunnan rakenne ja

tähtitaivas

2.1.2 Ennakko-opetus tunti 1. (2x45 min)

1. Tunti aloitetaan pudottamalla esineitä mahdollisimman korkealta ja mittaamalla

putoamiseen kuluva aika. Pudotettavia esineitä voivat olla esim. höyhen, paperiarkki

ja pallo.

2. Pohditaan yhdessä mitkä syyt vaikuttavat siihen kuinka nopeasti kappaleet putosivat.

Tämän jälkeen opettaja kertoo, että kaikki kappaleet putoavat tyhjiössä samalla

nopeudella/kiihtyvyydellä. Mietitään kuinka se on mahdollista, sillä tippuihan pallo

nopeammin kuin höyhen? Miksi esineet putoavat maahan? Miksi toiset esineet

putoavat hitaammin kuin toiset? Asiaa pohditaan yhdessä ja oppilaiden pohdinnan


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mukana käydään seuraavia painovoimaan liittyviä käsitteitä ja teoriaa läpi:

kappaleen putoaminen, painovoima, maan ja kuun vetovoima, putoamiskiihtyvyys ja

ilman vastus.

3. Tunnin sisältöä voidaan käydä lopuksi läpi ratkomalla yhdessä erilaisia väitteitä

aiheeseen liittyen. Seuraavassa kaksi esimerkki väitteistä:

Esimerkki 1

Kaksi samankokoista kiveä, joista toisen massa on kaksinkertainen toiseen

nähden, pudotetaan samanaikaisesti korkealta sillalta. Ilmanvastus on niin pieni,

että sen vaikutusta ei tarvitse ottaa huomioon.

Väite: Raskas kivi putoaa maahan samanaikaisesti kuin kevyt kivi.

http://www2.edu.fi/astel/index.php

Esimerkki 2

Hypättäessä laskuvarjolla varjonaukaiseminen saa putoamisen hidastumaan

turvalliseksi.

Väite: Laskuvarjo hidastaa maahan tulo, koska sen sisällä on moottori.

www.hoksaa.net/leonardo_lentaminen.html

4. Loppuyhteenveto, jossa kerrataan tunnilla opittuja asioita.

2.1.3 Ennakkotyöskentely tunti 2

Tunnin aikana käydään läpi Heureka –vierailuun liittyviä käytännön asioita, sekä

keskustellaan mitä kaikkea Heurekasta löytyy. Tunnin lopuksi annetaan myös ennakkotehtävät

vierailua varten.

Ennakkotehtävä: Puolet luokasta pohtivat pareittain sitä, miksi lehmä ei lennä ja puolet sitä

miten lentokone pysyy ilmassa. Vastaukset tulee kirjata ylös vierailun aikana.

2.1.3.1.1.1.1 Näyttelykäynti

Näyttely sisältää ohjattua työskentelyä, mutta myös vapaata aikaa, jolloin oppilaat saavat

kierrellä muita näyttelyitä haluamaansa tahtiin. Päivä kestää 10-14 ja välissä on ruokailu.

Yhdessä käydään läpi fysiikkaan liittyvää osuutta Klassikot näyttelystä, jonka sisältö löytyy


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Heurekan nettisivuilta (http://www.heureka.fi/portal/suomi/nayttelyt/heureka-klassikot/)

Yhdessä käydään myös tiedeteatterin näyttelyssä ”Miksi lehmä ei lennä?”.

Jälkityöskentely

1. Tunnin aluksi pohditaan mitä Heurekasta jäi mieleen.

2. Tarkastetaan ennakkotehtävät

3. Opitun perusteella pidetään seuraavanlainen paperin heittokilpailu

Oppilaille jaetaan kaksi A4 kokoista paperia, joista heidän tulee tehdä itselleen ja

kaverille heittoväline. Kilpailun voittaa paperin pisimmälle heittänyt oppilas. Heittojen

jälkeen hyvin ja heikosti lentäneitä paperikappaleita kerätään taululle ja pohditaan,

miksi jotkut paperit lensivät pitkälle ja taas toisenlaiset kappaleet eivät pärjänneet.

4. Opettaja tarkastaa oppilaiden osaamisen kyselemällä mitä opeteltavat käsitteet ja

asiat tarkoittavat. Opintokokonaisuuden jälkeen oletetaan, että oppilas osaa selittää

seuraavat asiat. Jos niissä on puutteita opettaja voi pyytää oppilaita etsimään

vastauksia kirjan lisäksi nettisivuilta, jotka löytyvät käsitteiden ja teoriaosuuden alta.

Painovoimaan liittyviä käsitteitä

paino, painovoima

Voimaa, jolla kappale vetää puoleensa toista kappaletta,

kutsutaan kappaleen painoksi eli painovoimaksi. Painovoima on

sitä suurempi, mitä lähempänä toisiaan kappaleet ovat ja mitä

suurempi on niiden massa.

painottomuus

Avaruudessa ei ole painovoimaa, joten kappaleet leijuvat.

massa

Massa riippuu aineen tiheydestä ja siitä, kuinka paljon ainetta

kappaleessa on. Pienellä tiheällä kappaleella voi olla sama

massa kuin suurella ”harvalla” kappaleella.

kiihtyvyys

Kiihtyvyys kuvaa, kuinka nopeasti nopeus muuttuu.


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putoamiskiihtyvyys

Maan pinnalla putoamiskiihtyvyys on 9,8 m/s². Se tarkoittaa,

että vapaasti putoavan kappaleen nopeus kasvaa joka sekunti 9,8

metriä sekunnissa.

(www.tietomaa.fi)

2.1.4 Teoria:

VETOVOIMA

Kun kappaleen päästää irti, se putoaa maahan. Putoamisen saa aikaan Maan vetovoima. Se

on voima, joka vetää kappaleita toisiaan kohti. Kahden kappaleen välillä on aina

vetovoimaa. Kahden kappaleen välisen vetovoiman vaikutus riippuu niiden välisestä

etäisyydestä sekä kappaleiden koosta ja massasta. Vaikka kaikki kappaleet vetävätkin

toisiaan puoleensa, voi tämän vetovoiman havaita vasta, kun toinen kappale tai molemmat

kappaleet ovat hyvin suuria - kuun, planeetan tai auringon kokoisia. Vetovoimaa on paitsi

Maassa siis myös Kuussa. Auringon vetovoima puolestaan vetää Maata ja muita

planeettoja puoleensa ja pitää ne radoillaan.

MAAN PAINOVOIMA

Maan aiheuttamaa vetovoimaa kutsutaan painovoimaksi. Sen

suuruuteen vaikuttaa kappaleen massa. Painovoima pienenee,

mitä korkeammalle Maan pinnasta erkaannutaan.

KUUNPAINOVOIMA

Painovoima Kuussa on pienempi kuin maassa, koska Kuu on paljon pienempi ja

vähämassaisempi kuin Maa. Ihminen painaa Kuussa noin kuudenneksen siitä, mitä hän

painaa Maassa, joten hyppääminen on Kuun pinnalla paljon helpompaa kuin

maankamaralla.


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(http://www.edu.helsinki.fi/astel/)

2.1.4.1.1 ILMANVASTUS Ilmanvastus jarruttaa esineiden liikettä. Mitä isompi esine on, sitä suurempi on ilman

vastustava voima. Ilmanvastustusvoima on kuitenkin yleensä paljon pienempi kuin

painovoima, eikä se juuri muuta putoavan esineen liikettä.

(Edita: Fysiikan ja kemian polku 5)


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Appendix 4: Example of feedback of one teacher based on new educational models

Question: The role of ICT / websites as pre- and post-material for science centres?

1. The role of ITC:

1. as tool

2. as a information bank

3. as connection between learning environments

2. Changes in Learning Environments :

1 . Pedagogical changes

2. Changes in roles and responsibilities of pupils

3. Cultural changes

3. Innovative Learning Approaches:

1. Contex-related knowledge

2. Integration of other learning environments

3. Distributed learning

The role of ICT (= information and communication technology) in teaching and learning Changes In Learning Environments

1. Changes in roles and responsibilities of pupils 2. Cultural changes 3. Technological innovation

Innovative Learning Approaches 1. Integration of other learning environments than school 2. Context-related knowledge 3. Collaborative models

Role of ITC 1. ICT as shared material 2. ICT as connection between learning environments 3. ICT as tool

task analysis procedure - 3.3 task analysis procedure.pdf · d-3.3 task analysis procedure...

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